1, Mathematics Curriculum Life

Mathematics teaching should start from students' life experience and existing knowledge, take the practical problems that students have experienced and are easy to understand as the material, and pay attention to the connection with the teaching knowledge that students already know and have experienced, so that students can understand the teaching knowledge and construct the mathematical knowledge structure through independent activities in familiar things and specific situations.

2. Let students experience the formation of mathematical knowledge.

The only correct way to learn mathematics is to implement "re-creation". Inquiry learning emphasizes that students gain personal experience by participating in learning activities similar to scientific research, which is "re-creation". Students must be allowed to see the formation and development of mathematical knowledge and experience how to "do mathematics" by themselves.

3. Change the way students learn.

The curriculum standard points out: "Students' mathematics learning and activities should be a vivid, active and personalized process." Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. " This is the core idea of this curriculum reform.

Teachers should change their teaching methods.

Curriculum standards point out: "Teachers are organizers, guides and collaborators of mathematics learning". In teaching, teachers should carefully organize classroom teaching, effectively guide students to participate in mathematics activities, and sincerely cooperate with students to create a new classroom culture.

5. The essence of evaluation is to promote the development of students.

New curriculum evaluation pays attention to students' all-round development. The main purpose of evaluation is to fully understand students' mathematics learning process, inspire students' teaching and improve teachers' teaching. An evaluation system with diversified evaluation objectives and methods should be established. Evaluation should pay attention to students' learning achievements, but also pay attention to students' emotions and attitudes in teaching activities, so as to help students know themselves and build up confidence.

6. Pay attention to the application of modern information technology.

On three ways to make mathematics courses alive;

Mathematics originates from life, and life is full of mathematics, just as the new curriculum standard requires: "Pay attention to learning and understanding mathematics from students' life experience and existing knowledge background. "In order to meet this requirement, I integrate mathematical knowledge into life practice, create life situations around me for students, mathematize practical problems, and make mathematical knowledge come alive. At the same time, it provides students with opportunities to fully engage in mathematical activities and exchanges, so that students can learn mathematics in life and do mathematics in activities; Let students discover, discover, explore, understand and master mathematics in their own lives.

1, let students experience life with the help of life phenomena.

Mathematics exists in the surrounding real life, and teachers should use the phenomena in life to carry out teaching activities. For example, let students count how many people are there in the family; Talk about your class number, shoe number, weight, height, home phone number, house number and other numbers closely related to daily life and their functions; Look at the calendar, perceive the order of month and day, and know what day it is yesterday, today and tomorrow. Let students feel the mathematical phenomenon easily, which can not only help them acquire the preliminary mathematical knowledge, but also gradually improve their ability to solve mathematical problems in real life.

Starting from the life scenes and fairy tales that students are familiar with, we choose things that students are interested in and ask related math questions, which not only stimulates students' interest and motivation in learning, but also makes math learning a valuable activity. Teachers choose inspiring, interesting and novel situational resources that are related to the project theme and close to the actual life of students, so that students can experience that mathematics comes from life. The content can be presented in various forms, such as video, animation, pictures and mathematical stories. Focusing on interesting life problems, let the classroom be filled with the joy of mathematical modeling.

2. Explore the problems in life and make the math class come alive.

Teachers organically combine mathematics knowledge with life, study and activities. Through data collection, hands-on operation, cooperative discussion and other activities, students can truly feel that mathematics is everywhere in their lives, gain the experience of exploring mathematics, improve their ability to solve practical problems by using mathematics, and make their lives mathematical. When facing the practical problems in life, students can actively guide them to seek solutions from the perspective of mathematics, use mathematical methods, and then deeply understand the application value of mathematics, and gradually cultivate mathematical consciousness and ability.

Bring the current events in social life into the classroom, so that students can learn mathematics knowledge while feeling the pulse of the times. Let the truly broad life rush into the classroom door, come to the classroom, broaden the space of the classroom, and let the children feel the great progress of our motherland.

3. Carry out mathematical practice activities to make students feel life.

Teachers design and carry out a series of mathematical theme activities to provide students with practical opportunities and make them realize that mathematical knowledge can solve practical problems in life. In the long run, students will further appreciate the value of methods, laws and knowledge, thus enhancing their confidence in learning and applying mathematics.

When carrying out mathematical operation learning activities, we should take environmental materials in real life as mathematical operation materials according to local conditions. When providing these environmental materials, we should pay attention to two points: first, use what students like and are familiar with as operational materials to stimulate students' interest in mathematical operations. Second, we should create an appropriate environment in a planned and purposeful way, and integrate numbers, shapes and orders into it to help students learn mathematics.

Students' classroom life should be interesting and meaningful. In class, students should learn mathematics knowledge, discover mathematical problems, explore mathematical laws, establish mathematical models and experience mathematical ideas and methods in concrete, intuitive and vivid life situations. For example, at the beginning of the course, students are provided with rich exploration materials: toothpicks, matches, cardboard and so on. So that students can measure the long sides of math books. Some students measured the length of five and a half matches, some students measured the length of three toothpicks, and some students measured the length of two pieces of hard paper. The teacher asked, "Why do the measurement results of the same math book represent different numbers?" According to the experience just measured, the students found that the length of these materials is different. It seems that there must be a unified measuring tool. Students will immediately think of rulers, which are seen and used in life, but for second-year students, they still don't understand them, which immediately aroused their desire to learn. There are many math problems in life, which can be "linked" with the textbook content and enter the classroom. For another example, when teaching decimal addition and subtraction, we can create shopping situations and use the familiar shopping experience in students' lives to let students experience the problems of decimal addition and subtraction.